LB 








Class. 
Book- 



l4_ 









1913-1314 



IfiMk STATE DEPARTMENT OF PUBLIC INSTRUCTION 
CHARLES A. OREATHOUSE, State Superintendent 



STATE OF INDIANA 



THE TOWNSHIP 
INSTITUTE 



ITvv »U > .^ .. Issued by the 

STATE DEPARTMENT OF PUBLIC 
INSTRUCTION 



1913-1914 



CHARLES A. GREATHOUSE 
State Superintendent of Public Instruction 

J. I. HOFFMANN 

Assistant Superintendent 

ADELAIDE STEELE BAYLOR 
General Assistant 



INDIANAPOLIS 

Wm. B. Burfwd. Comiartor for Slaie PrintinB and Binding 

19H 



L~S>i7sn 



D. OF D. 
SEP 4 1913 



THE LAW ON TOWNSHIP INSTI- 
TUTES. 



[18S9, p. 67. Approved March 2, 1889.] 

861. Township Institutes. 9. At least one 
Saturday in each mouth during which the pub- 
lic schools may be in progress shall be devoted 
to township institutes, or model schools for the 
improvement of teachers ; and two Saturdays 
may be appropriated, at the discretion of the 
township trustee of any township. Such insti- 
tute shall be presided over by a teacher, or 
other person, designated by the trustee of the 
township. The township trustee shall specify, 
in a written contract with each teacher, that 
such teacher shall attend the full session of 
each institute contemplated herein, or forfeit 
one day's wages for every day's absence there- 
from, unless such absence shall be occasioned 
by sickness, or such other reason as may be ap- 
proved by the township trustee, and for each 
day's attendance at such institute each teacher 
shall receive the same wages as for one day's 
teaching: Provided, That no teacher shall re- 
ceive such wages unless he or she shall attend 
the full session of such institute and perform 
the duty or duties assigned. (R. S. 1908, 
§G637.) 

1. A trustee failing to comply with the above Is 
subject to prosecution and removal from office. 

2. Teachers must take part. The object of this 
institute is the improvement of the teachers of the 
township. It seems to me that the powers necessary 
to carry out this object are by common law conferred 
upon the persons managing the institute. The object 
of the institute will utterly fail unless the teachers 
attending take part in the exercises. I think, there- 
fore, the contract which the trustee makes with the 
teachers, in relation to township Institutes, necessari- 
ly requires the teachers to perform such reasonable 
C'.\erciscs and duties as may be assigned to them. In- 
deed, the statute provides that the trustee may desig- 

3 



nate one of the teachers to preside over the town- 
8hip institute. I am of the opinion that the mere 
presence of a teacher at a township institute does not 
fill the requirements of the law. 

License may bk revoked for failure to attend 
INSTITUTE. Teachers are required to attend town- 
ship institutes, and for neglect thereof their licenses 
may be revoked. Stone v. Fritts, 169 Ind. 361. 

To the School Officials and Teachers: 

The purpose of all institute work is to bring 
about better teaching. The township institute 
should accomplish more in this direction than 
all other educational meetings combined. In 
order that the teachers may reap the desired 
results they should aid in bringing about the 
existence of the very best school conditions. 
The State Department prepares suggestive pro- 
grams and the Reading Circle Board selects the 
best books obtainable, but the thoroughness of 
the work depends entirely upon the teachers. 

One of the most potent factors in the suc- 
cess of the institute is the township trustee. 
He should be present at every meeting. He 
should enforce the rules on punctuality and at- 
tendance, and when he sees a teacher who 
shirks his duty or whose attendance is short of 
the full day, he should call the attention of the 
teacher to these omissions. In these meetings 
he learns the needs of his schools, and is 
brought into close contact with his teachers. 
He should lose no opportunity to invite and in 
many instances should insist upon the patrons' 
attending the township institute. 

The trustee with the advice of the county 
superintendent should select a competent and 
experienced teacher as chairman of eacli insti- 
tute, whose duty it is to take charge of the 
work in the absence of the county superintend- 
ent, And to carry out the instructions of the 
superintendent and trustee. Care should be 
taken to secure as leaders the strongest and 
most scholarly teachers available. 

The programs have been arranged to allow 
two periods of each institute for the discussion 
of some subjects in agriculture and domestic 
science. The subjects in agriculture should be 
discussed by the best farmers in the township, 

4 



and the subjects in domestic science should be 
discussed by persons who have given the sub- 
jects special attention. The county superin- 
tendent, township trustee, and teachers should 
organize for the purpose of encouraging patrons 
to attend the meetings of the township insti- 
tute. Much of the indifference to schools is due 
to ignorance of their methods and aims. The 
discussions in a good, live institute will be in- 
structive to the patrons, as well as helpful and 
inspiriug to the teachers. Patrons should be 
encouraged not only to attend, but also to par- 
ticipate in the discussions. They will be espe- 
cially interested in the subject-matter of Ell- 
wood's "Sociology and Social Problems," and 
should be called on to lead in the presentation 
of .«;ome of these topics. There is no doubt that 
the patrons will be helped in such discussions 
and the teachers will accomplish much by get- 
ting the patrons' point of view. 

I hope the year 191.1-1914 will be the best of 
all years for the townsliip institute in Indiana. 

To the Patrons: 

The betterment of the rural schools depends 
upon patrons as well as teachers. 

Every movement to aid the teachers in their 
work should be encouraged and supiwrted by 
the patrons. The township institute can be 
made a very valuable agent in promoting rural 
schools and rural conditions, but to do this it 
needs the presence of the patrons. Can you not 
set aside one day each month to join in the dis- 
cussion of problems that affect the welfare of 
your children and the life of your community? 

The township institutes for 1913-1914 have 
been planned with your presence in mind. There 
is something in every institute for you. The 
second institute is given over to the discussion 
of the moral training of your children both at 
home and in the school. A consideration of 
the health of your children and the sanitary 
conditions of your home and the school will find 
place in this outline, while every institute has 
some topics that vitally concern you. 

You will find both the Reading Circle books 
Interesting and helpful, especially the Sociology, 

5 



dealing as it must necessarily, with some mat- 
ters of great interest to progressive farmers. 

The author of the book writes the following 
to show its relation to the farmer and his in- 
terests : 

"A study of sociology demonstrates that 
the organization of the family on the farm 
is the most normal, and the most nearly 
ideal ; at the same time, a historical study 
of the development of the 'family' (Chap- 
ter VI) demonstrates the evils for which 
we must watch, and which we must avoid, 
if possible. (In this connection, the reasons 
set forth in this book, for the decadence of 
Rome's great civilisation, are very interest- 
ing.) A knowledge of sociology shows how 
these basal family relations (the sanctity 
and preservation of which are essential to 
the continuance of any society) may be ad- 
justed, progressively, to modem conditions. 
With a knowledge of those influences and 
industrial conditions which tend to break 
up the family as an institution, the farmer 
will be able to avoid and counteract such 
conditions, as they increasingly affect farm 
life. 

"A knowledge of sociology will make plain 
to the farmer, and his boys and girls, the 
great dangers involved in the drift of pop- 
ulation cityward, and Chapter XI, 'The 
Problem of the City,' will probably help to 
'keep the boy on the farm,' where in four 
cases out of five, he will be much better off. 

"The farmer can appreciate especially 
those sections in this lx)ok which show the 
bearings of biology and evolution on social 
problems, for he has already learned in 
his business the basal facts of these sci- 
ences. Some (if not all) of the sociologist's 
most important problems originate in the 
'struggle for existence,' and 'survival of the 
fittest,' which apply to human beings, and 
to economic groups or units, just as inex- 
orably as to the lower animals. 

"As sociology is concerned also with the 
commercial and industrial activities of 



6 



man, his wealth-getting and his wealth 
using, the farmer, whose class is the great- 
est real producer of wealth, should under- 
stand this subject thoroughly. 

"The farmer needs to know the great 
signifiance, in many ways, of our decreas- 
ing birth rate, and the complex and various 
causes thereof, particularly those resulting 
from industrial conditions. 

''The farmer, as our food producer, should 
certainly understand what is meant by the 
Malthusian theory, and its modern adapta- 
tion; and in the same connection, the 
farmer should know the pros and cons of 
immigration. 

"The farmer is certainly interested in the 
only known sure cure for pauperism — farm 
labor ; for he knows that his supply of the 
latter is limited, decreasing, and often un- 
reliable. 

"Many of our greatest philosophers sin- 
cerely believe that a socialistic rearrange- 
ment and management of farm work is 
inevlttible, and the farmer should know 
what light the study of sociology throws 
on this topic. 

"The importance of the new vocational 
laws being passed in nearly every State, 
and particularly in Indiana, and the in- 
creased emphasis given to agricultural in- 
struction, are thoroughly discussed in Ell- 
wood's Sociology ; also some of the 'social' 
aspects of farm life. In this connection, 
the last five pages of the book under the 
caption, 'The Socialized Education of the 
Future,' are extremely interesting." 

Will you not come, and by your presence and 
participation in the discussion of the topics 
make these institutes the most inspiring and 
beneficial that Indiana teachers have yet 
known ? 



The status of a community may be 
measured in terms of the co-operation 
between teachers and patrons — between 
school and home. 

EVERY INSTITUTE DAY IS PATRON'S 
DAY. 



FIRST INSTITUTE. 



9 :00 a. m. 

Ojieniiig Exercises. 

Roll Call. Response : How can the teacher 
manifest special interest ai problems af- 
fecting the immediate si'luwl community? 

9 :30 a. m. 
Advice to teachers, and plans for the school 

year. 
Discuss importance of teachers' outlining 
their work for at least a week in advance. 
County Superiuteudeiii. 
10:00 a. m. 
Relation of trustee to teachers and schools. 

a. Results to be obtained during the school 

year. Township Trustee. 

b. Relation of teachers to township trustee. 

Teacher. 
10:.30 a. m. 
Intermis.siou. 

10:4,5 a. m. 

Every-day Problems in Teaching. 

Chapter I. I'roblenis of School Room 

Government. 
Discuss the chapter under the following 
headings : 

1. Earlier day methods of discipline — 

What factors have produced a new 
regime in school government? 

2. What relation does attention on the 

part of the pupil have to order iu 
the school room? Name devices for 
securing this attention. 
'.]. Relatiou of relaxation to order in the 
school room : 

a. The pupil's relaxation. 

b. The teacher's relaxation. 

1. What of physical defects in the teacher 
ami in tlie pn|)il, as causes of dis- 
order' ? 

9 



Answer questions 1, 2, 5, 7, 9, 11, 12, 13, 
14, 15, 21, 23 and 30 on pages 342-344. 

Leader : 

11 :45 a. m. 

Report of Program Committee on work for 
the next institute. 

1:30 p. m. 
How can the district school help the farmer 
by the teaching of agriculture? 

A farmer : 

2:00 p. m. 
How can the district school help the farmer's 
wife by the teaching of domestic science? 

A farmer's wife : 

2 :30 p. m. 
Intermission. 

2 :45 p. m. 
Ellwood's Sociology and Modern Social Prob- 
lems. 
Chapter I. The Study of Society. 
Chapter II. The Bearing of the Theory of 
Evolution upon Social Problems. 
Questions for Teachers: 

CHAPTER I. 

1. What are the principal problems with 

which sociology deals? 

2. Why should the teacher of history know 

something about sociology? 

3. Why should every teacher who wishes to 

be scientific urfSerstand sociology? 

4. Is there any relation between sociology 

and socialism? 

5. What is the relation of sociology to social 

reform ? 

CHAPTER II. 

1. What is Spencer's theory of universal 

evolution? What are the four phases, 
or stages, of universal evolution? 

2. What five effects has war had upon so- 

cial evolution? 

3. What is the relation of cooperation and 

competition in social evolution? 

10 



4. From the sociological standpoint, what is 

morality ? 

5. Is a mechanical conception of human 

societj^ necessitated by the theory oi 
evohition through natural selection? 
Questions for Teachers and Patrons : 

1. What do we mean when we speak of 

"society" ? 

2. What is sociology? 

S. Why should the statesman and every 
other citizen know something about so- 
ciology? 

4. What is the relation of sociology to s(v 

clalism? 

5. What is the bearing of sociology upon so- 

cial reforms? 

6. What do you know about evolution? And 

why can the theory of evolution help 
us to understand present-day social 
problems? 

7. What is an institution? 
Questions for Patrons: 

1. Do you want to keep your children on 

the farm? Why? % 

2. Do you believe in the depopulation of 

farm lands? Pages 234-235. 

3 :45 p. m. 
Miscellaneous. 



11 



SECOND INSTITUTE. 



Moral Education. 
9:00 a. m. 
Opening Exercises. 

Roll Call. Response : What is the aim of all 
educalion? Wliy?' 

0:30 a. m. 

1. What may parents unwittingly do that will 

cultivate in their children habits of un- 
truthfulness? Dishonesty? 

Patron : 

2. What may teachers unwittingly do that 

will cultivate in their pupils habits of 
untruthfulness ? Dishonesty ? 

Teacher : 

3. Would your attitude toward a six year old 

child who told a falsehood be the same 

as your attitude tow^ard a child of twelve 

or fourteen years, who told a falsehood? 

ratron and Teacher : 

4. Is an unruly child necessarily an immoral 

child ? Explain. 

Teacher : 

10:00 a. m 

1. What effect will the food, cleanliness, and 

general surroundings of the home have 
uix)n the moral training of a child? 

Patron : 

2. What effect will the cleanliness and gen- 

eral sanitary conditions of the school 

liave upon the moral training of a child? 

Teacher : 

3. What are the regulations of the State 

Board of Health regarding quarantining 
against disease? Medical inspection? 

Teacher : 

4. Relation of the teacher to unsanitary con- 

ditions in the community. 

Teacher : ■ 

5. Relation of the patron to unsanitary con- 

ditions in and about the school. 

Patron : 

12 



10:r.O a, m. 
Intermission. 

10:45 a.m. 

ycK'iology and Modern .Social Problems. 
Chapter III. The Function of the Family 

in Social Organization. 
Chapter IV. The Orisiu of the Family. 
Chapter V. The Forms of the Family. 
Chapter VI. The Historical Development 
of the Family. 
Questions for Teachers : 

CHAPTER III. 
1. Upon what two institutions does western 
civilization rest? 

2. Why may tlie family be regarded as the 

primary social institution? 

3. What are the functions of the family? 

a. Its primary function? 

b. Its function in conserving social i>os- 

sessions ? 

c. Its function in aiding social prog- 

ress. 

4. In what ways may the family life be re- 

garded as a school? 

5. What does this suggest to you as to what 

should be the relation between the 
school and the family? 

CHAPTER IV. 

1. What two facts constitute the biological 

foundation of the family? 

2. What is the origin, meaning, and influ- 

ence of sex in life, and in society? 

3. What is the influence of parental care in 

organic evolution and in social evolu- 
tion? 

4. What about the family life of the lower 

human races, and what does this show 
as to the origin of the family? 

5. Is the family a man-made institution? 

What about human society in general? 

CHAPTER V. 

1. Why do human institutions vary from 

age to age? 

2. What were the paternal and patriarchal 

forms of the family? 
13 



3. If we assume that the primitive form of 

the family was monogamous, how is it 
that other forms arose? 

4. Why do we find the most advanced peo- 

ples practicing monogamy? 

5. What are the social advantages of 

monogamy? 

CHAPTER VI. 

1. Why is the historical development of the 

family among the Romans of peculiar 
interest to us? 

2. What were the steps in the decadence, 

or breaking down of the pati'iarchal 
family ? 

3. What can you say about the decadence 

of the later Roman family life? 

4. What does this show in general about 

the causes of social changes? 

5. What was the influence of early Chris- 

tianity upon the family? 
Questions for Teachers and Patrons : 

1. Why may the family be regarded as the 

primary social institution? 

2. What are the functions of the family in 

human society? 

3. Should other things in society be subordi- 

nate to the needs and requirements of 
family life? 

4. Does the family exist in the animal world 

below man? 

5. Is the family a man-made institution? 

6. What would be the effect if "free love" 

were practiced in human society? 

7. What are the social advantages of mo- 

nogamy as a form of the family? Can 
civilized human society afford to toler- 
ate any other form? 
Questions for Patrons: 

1. Is material and economic progress neces- 

sary to the happiness and betterment 
of the race? Discuss. 

2. Would a just distribution of material 

goods insure the future happiness of 
manlsind? 



14 



11 :45 a. m. 
Report of Program Committee on work for 
tlie next institute. 

1 :30 p. m. 

1. Is there any relation between satisfying 

the desire of cbilclren for beautiful sur- 
roundings and tbeir moral training? 
Patron and teacher : 

2. What can the home do to satisfy the so- 

cial life of the chUd, that will advance 
his moral growth? 

Patron : 

3. How may the play grounds be used as an 

agent in moral education? 

Teacher : 

2:00 p. m. 

1. What relation have the teasing and tor- 

menting of children to their moral devel- 
opment? 

Teacher and patron : 

2. Should the friendships of boys and girls 

be commented upon lightly and regarded 
with suspicion by the elders? 

Patron : 

3. What relation have habit and clear meth- 

ods of thinking to moral development? 

Teacher : 

2 :30 p. m. 
Intermission. 

2:45 p. m. 
Every-day Problems in Teaching. 
Chapter II. Discipline. 

Discuss this chapter under the following 
headings : 

1. The spoiled child and his happiness. 

2. Why should children be let alone? 

3. How do new times bring new problems 

in discipline? 

4. Corporal punishment vs. soft methods of 

training. 
Answer questions 3, 6, 8, 9, 10, 11, 13, 14, 
15, 10,19, 21, 23, 24, 27, 29, pages 344-347. 

3:45 p. m. 
Miscellaneous. 



15 



THIRD INSTITUTE. 



Reading. 
1):U0 a. ru. 
Opening Exercises. 

Roll Call. Resjjouse. Why Is Reatlinji; a 
fundamental subject? 

9 :30 a. m. 

1. How can the teacher obtain the best re- 

sults in reading-? 

2. Should the teacher do a great deal of oral 

reading before the class? Discuss fully. 
Leader : 

3. Schemes for correcting errors in reading. 

Leader : 

10:00 a. m. 

Conduct an eighth grade chiss in oral reading. 
An eighth grade teacher : 

10:30 a. m. 
Intermission. 

10:45 a. m. 

Every-day Problems in Teaching. 
Chapter III. Fair Tlay in the School Room. 
Discuss tliis chapter under the following 
headings : 

1. How secure the cooperation of pupils in 

cases of discipline? What is group loy- 
alty? 

2. How may a teacher g-.iin respect of the 

pupils? How lose it? Effect of school 
room injustice? Illustrate fully. 

3. Should correction of pupils be public or 

private? Reasons for answer. What 
other quality should characterize school 
room discipline? Why? 

4. Why do children desire to communicate 

to one another in the school room? 
Disastrous effects of too much com- 
munication in scliool room. How cor- 
rect the tendency to communicate? 

16 



Answer questions 1, a, 5, S, 9, 10, 11, 12, 21, 
24, 2S, 29, 31, 33, pages 348-352. 

Leader : 

11 :45 a. m. 
Report of Program Committee on work for 
the next institute. 

1 :30 p. m. 
The object of teaching Agriculture. Why 
should the people of Indiana study Agricul- 
ture? 

Patron or teacher : 

2:00 p. m. 

1. The purpose of teaching the subject of 

cooking. 

2. What knowledge is necessary? 
o. What utensils are needed? 

Patron or teacher : 

2:30 p. m. 
Intermission. 

2:45 p. m. 

Sociology and Modern Social Problems. 
Chapter VII. The Problem of the Modem 

Family. 
Chapter VIII. The Growth of Population. 
Questions for Teachers : 

CHAPTER VII. 

1. What is the problem of the modern 

family ? 

2. How far do divorce statistics throw light 

upon this problem? 

3. If vice has not increased, why may we 

still regard the divorce movement as a 
grave symptom of serious evils? 

4. Why must we regard divorce, or the in- 

stability of the family, as an evil in 
society ? 

5. Why must we rely upon moral educa 

tion to bring about lasting social re- 
form? Has the school any duty in this 
matter of reconstituting our family 
life? 



17 



CHAPTER VIII. 

1. Why is France's population stationary? 

Are all elements in Uie population of 
tlie United States increasing in num- 
ber? 

2. What are . the causes of the declining 

birth rate among certain elements of 
the population of the Unite<l States? 
Are these causes wliolly voluntary, or 
involuntary? Wholly economic, or 
moral ? 

3. What are the causes which influence 

death rate in general? What is the 
standard death rate for an enlightened 
American community? 

4. What was Malthus' famous theory of the 

growth of population? What adverse 
criticism can you bring against Mal- 
thus' theory? 

5. Can we have laws of social phenomena 

in the same sense in which we can have 
laws of physical phenomena? Why not? 
Is sociology', then, a trustworthy sci- 
ence? 
Questions for Teachers and Patrons : 

1. What caused the decadence of family life 

and of civilization among the ancient 
Romans? 

2. How far did early Christianity elevate 

and purify the family life? 

3. Why is the modern American family the 

most unstable since Christianity began? 

4. How far does the United States lead all 

other Christian civilized countries in 
the matter of divorce? 

5. Is divorce distributed evenly among all 

classes in American society? 

6. What are the causes of the great in- 

crease of divorce in the United States 
in the last forty years? 

7. How can the divorce evil, or the insta- 

bility of the family, be remedied in 
American society? 

8. What do the population statistics of lead- 

ing modex'n civilized nations show about 
the future of those nations? 

18 



9. Why should everyone be interested in 
vital statistics, especially the birth rate 
and the death rate of his community"? 
10. What are the causes of the decline of the 
birth rate among certain elements in 
American society? 
Questions for Patrons : 

1. Would it be wise to transfer capital from 

private ownership and management to 
public ownership and management? 
Discuss. 

2. Name ten essentials of a normal social 

life. 

3 :45 p. m. 
Miscellaneous. 



lU 



FOURTH INSTITUTE. 



English. 
9 :00 a. m. 
Opening Exercises. 

Roll Call. Response: Quotation from an 
American author. 

9:30 a. m. 
Metliods by which good results may be ob- 
tained in teaching letter writing and com- 
position work in the fourth grade. 

Leader : 

Methods by which good results may be ob- 
tained in teaching the essentials of a sim- 
ple, compound and complex sentence. 
An eighth grade teacher : 

10:00 a, m. 
With a class of pupils, dramatize a Reading 
Lesson in the Fourth or Fifth Reader and 
show" the value of such work in English. 

10:45 a. m. 

Every-day Problems in Teaching. 
Chapter VII t. Teaching the Arts of Com- 
munication. 
Discuss as follows: 

1. Show how a child gets the meaning of 

words, and tlie chief distinction be- 
tween the child and the adult in attend- 
ing to objects or situations. 

2. a. When does a child begin to learn 

words effectively ? 

b. What of the dictionary and its defini- 

tions? 

c. How must words be learned? Why? 

3. What is meant by tlie social basis for 

language learning? Why should mo- 
tives be supplied? 

4. Wliy is tlie young man who insisted upon 

set formal phrases in all his pupils' 

20 



expressious referred to ;is the victim 
of an unsound educational philosopliy? 

Are we agreed upon wbieli words and ex- 
pressions may l>e called slang? Illus- 
trate. 

Does our speech change? Illustrate. 

What should be the attitude of the teach- 
er toward the use of slang? Why? 
5. Suggest means to enable the child tt> re- 
tain his naturalness of expression iu the 
schoolroom. Give illustrations of af- 
fectation in expression and of natural- 
ness iu expression. 

0. How may children be taught to memorize 

witliout waste of time? 
Answer questions 1, 2, G, 7, 9, 10, IG, 17, 18, 
21. 24, 25, 30, 32, 34, pages 372-375. 

11 :45 a. m. 
Reixjrt of I'rogram Committee on worli for 
tlie next institute. 

1 :30 p. m. 

1. A brief discussion of the origin of soils. 

2. The nature and composition of soil, peat, 

muck, clay, loam, sand, and gravel. 
.'J. Importance of the condition of the soil. 

Leader : 

2 :U0 p. m. 

1. The purpose of teaching the subject of 

sewing. 

2. What knowledge is necessary? 
;>. What material is needed? 

Leader : 

2:.'50 p. m. 
Intermission. 

2 Art p. m. 
Sociology and Mixlern Social Problems. 
Chapler IX. The lumiigi-ation Pi'oblem. 
Chapter X. The Negro Problem. 
Questions for Teachers : 

CHAPTER IX. 

1. What can you say about immigration as 

a universal social i>henomenon, and its 
causes in both ancient and modern 

times? 

« 

21 



2. What can you say about tlie history of 

immigration into the United States? 

3. Discuss the geographical distribution of 

our immigrants, especially our recent 
immigrants. 
Discuss the distribution of these immi- 
grants in our industries. 

4. Has immigration increased crime? 

Has it increased poverty and pauperism? 

5. What are the arguments for a more 

careful selection of our immigi-ants, or 
for the reasonable restriction of immi- 
gration? 

Is it likely that the school can alone 
solve the immigration problem? 

What positive measures should be 
adopted to aid in the assimilation of 
the immigrants admitted? 

What do you think should be done with 
Asiatic immigrants? And why? 

CHAPTER X. 

1. What is the fundamental factor involved 

in all race problems? 
What is the influence of racial heredity 
In social evolution? 

2. What has brought about the peculiar 

racial heredity of the negro? 
How far is slavery responsible for the 
negroes' jjresent condition in the United 
States? 

3. I s the proportion of negroes increasing or 

decreasing in the population of the 

United States? 
How is the negro population distributed 

geographically? 
Why is the movement of the negro to the 

cities a bad thing? 

4. Do these vital statistics warrant the con- 

clusion that the negro is destined to die 
out in our Southern States? If not, 
what conclusions would you draw? 
What do industrial conditions among 
American negroes show as to their 
power to accuuuilate property and as 
to their general industrial efficiency? 

22 



5. What solutions have been proposed for 
the negro problem? Why must we rely 
upon industrial training as a chief ele- 
ment in the solution? 
Questions for Teachers and Patrons: 

1. What can you say about the class of im- 

migrants which we are receiving today 
as compared with those that came 
thirty years ago? 

2. Where do the immigrants settle in this 

country, and why? 

3. Has immigration added to the population 

of the country? 

4. Are present laws (1913) adequate to se- 

cure a careful selection of immigrants 
entering the United States? 

5. Why should we exclude Asiatic laborers 

from settling in this country? 

6. What is the cause of the main differences 

between the negro and the white man? 

7. Is the negro population of this country 

increasing or dying out? 

8. How far can industrial training solve the 

negro problem, and what difficulties are 
there in the way of its application? 
Questions for Patrons : 

1. Of the four regulative institutions of so- 
ciety — government, law, religion, and 
education — which is the more effective 
in adjusting the individual to the re- 
quirements of complex social life? 
Why? 

3:45 p. m. i i | 

Miscellaneous. 



23 



FIFTH INSTITUTE. 



Gcoijraphy ami History. 
0:00 a. m. 
Opening Exercises. 

Roll Call. Eesponse : In what ways can yon 
correlate the subjects of Geography and 
History in your teaching? 

9:30 a. m. 
E very-day Problems in Teaching. 
Chai)ters IV and V. Teaching I'upils to 

Think. 
Discuss the chapters as follows : 

CHAPTER IV. 

1. ll(nv is necessity a spur to clear think- 

ing? 

2. Apply the sui)reme test of a good method, 

to a history lesson. 

0. a. How may historical ideas be applied 

to every-day life? 

b. Illustrate lack of effective thinking in 

Civil Government. 

c. By what method may this be reme- 

died? Illustrate fully. 

d. Studj' the examination questions on 

Civil Government on page 364 and 
criticize them with reference to 
their value in creating effective 
thinking. 
4. Discuss fully clear thinking in Arithme- 
tic under these topics : 

a. Verbal reading and study. 

b. Useful problems. 

c. The cure for inaccurate thinking. 
Answer questions 3, 6, 10, 11, 12, 14, 18, 20, 

21, pages 352-355. 

CHAPTER V. 

1. a. A concrete instance of obscure teach- 

ing. 

b. How remedied? 

c. Illustrate from Geography. 

2. Effect Of teaching facts without binding 

them together in causal relations. 

24 



3. Why is gWKi'aphy a good subject for ef- 

fective thiuking? 

4. a. Show how pupils may be taught to be- 

come self-helpful, 
b. Show how tliis may be neglected. 

5. Discuss Home Study and the typical 

parents' method of helping the child. 
Illustrate. 
Answer questions 1, 2, 5, 6, S, 10, 11, 13, 14, 

pages o56-35S. 
Study and criticize the examination ques- 
tions in I'hysiology and Agriculture, pages 
359-3G4. 

10:30 a. m. 
Intermission. 

10:45 a. m. 

1. Outline and present to the institute the 

\\ork to be completed in geography, the 
first three years of a child's school life. 

Leader : 

2. Why should teachers correlate with history 

studies such current events as touch the 
people or countries studied? Illustrate. 

Leader : 

11:15 a. m. 

1. How can you associate local geographical 

conditions with local history? 

Leader : 

2. Show what effect geographical conditions 
have had upon United States histoi-j'? 

Leader : 

11 :45 a. m. 

Report of Program Committee on work for 
next institute. 

1:30 p. m. 
1. a. Some important farm crops. 

b. When and how to plow for corn? 

c. Fitting the land after plowing. 

d. Planting the corn. 

Farmer : 



2. a. How can the teacher's instruction in do- 
mestic science help in the care of the 
home? 
b. How can parents help the teacher in this 
^instruction? 

Leader : 

i 25 



2:00 p. m. 
Soil diseases — Tillage of the soil — Improve- 
ment of the soil. 

Farmer : 

How can the teaching of Domestic Science aid 
in the sanitation, decoration, and economy 
of the home? 

Farmer's wife : 

2:30 p. m. 
Intermission. 

2:45 p. m. 
Sociologj' and Modern Social Problems. 
Chapter XI. The Problem of the City. 
Chapter XII. Poverty and Pauperism. 
Questions for Teachers : 

CHAPTER XI. 

1. Why may the city be regarded as "the 

greatest of all the problems of modern 
civilization" ? 

2. What distinguishes the modern city from 

older cities? 

3. What can you say about the growth of 

cities in the United States? 

4. What about the relative increase of the 

urban and rural population of the 
United States since 1890. 

5. What have been the great social causes 

of the growth of cities since the begin- 
ning of the 19th century? 
Why do women and people in the active 
period of life frequently migrate to the 
cities? 

CHAPTER XII. 

1. What is the distinction between poverty 

and pauperism? 

2. Are all poverty and all pauperism indica- 

tions of "unfitness" in society? 

3. What are the objective causes of pov- 

erty? 
What are the subjective causes? 
Can the subjective causes be reduced to 

objective causes? 

4. What in general must be done in order 

to provide a scientific remedy for pov- 
erty and pauperism? 
26 



What are the dangers of public outdoor 
relief, aud how can they be met? 
5. Is there a place for private charity along- 
side of public? What should it do? 
What should be the work of preventive 
agencies? 
Questions for teachers and patrons : 

1. Is tlie city population of the United 

States increasing more rapidly than the 
rural population? 

2. What was the rate of increase for cities 

aud for rural districts of the United 
States between 1900 and 1910? 

3. How is the rural problem related to the 

city problem? 

4. What made the great growth of cities in 

the 19th century? 

5. Will the "bacli-to-the-farm" movement 

probably check the growth of cities? 

6. What is the difference between poverty 

and pauperism? 

7. About how many dependents are there 

in the United States, and how many 
people who live below the poverty line? 

8. Is pauperism often hereditary in fami- 

lies? Why? 

9. What is the scientific remedy for poverty 

and pauperism? 
Questions for Patrons: 

1. Are you interested in the relations be- 

tween the city and rural districts? 

2. Which is the better for the individual — 

city or farm? 

3. Does the immigration problem seriously 

affect you in regard to the hiring of 
farm hands, etc.? 

4. As a farmer, do you not l>elieve it neces- 

sary to know something in regard to the 
big things, s-iuch as the immigration 
problem, problem of the city, education, 
etc., besides knowing how to raise corn 
and sweet potatoes? 

3 :45 p. m. 
Misqpllaueous. 



SIXTH INSTITUTE. 



Arithmetic and Iffi Applications. 
9:00 a. m. 
Opening Exercises. 

Roll Call. How is tlie truly educated man 
the one who can apply the principles he 
has learned, to the everyday problems of 
life? 

9:30 a. m. 

Sociology and Modern Social Prohlems. 

Chapter XIII. Crime. 

Chapter XIV. Socialism in the light of 
Sociology. 

Chapter XV. Education and Social Prog- 
ress. 

Questions for Teachers : 

CHAPTER XIII. 

1. What is crime? 

How would you define the criminal? 

2. What can you say about the extent of 

crime in the United States? 

What can you say al>i)ut the iirobable cost 
of crime in the United States, as com- 
pared with the cost of our public school 
system V 

Is crime increasing in the Unitetl States? 

0. What different institutions should be in- 

cluded in a rational prison system? 
What substitutes may be employed for 
imprisonment, and under what condi- 
tions ? 

4. Row should delinquent children be 

treated. 

5. What evidence is there that there is a 

relation between physical degeneracy 
and crime? 

CHAPTER XIV. 

1. I»o you think there is any "short-cut" to 

the solution of social problems? 

28 



2. What do socialists share with all enlight- 

ened humanitarian workers? 

3. Do sociological criticisms apply to them, 

with tlie same force? 

4. Wliat are the things essential to a nor- 

mal social life, according to Professor 
Devine? 

5. Is it probable that these can be provided 

through scientific social reform? 

CHAPTER XV. 

1. What are the two general laws which 

underlie social progress? 
In view of this, what two possible ways 
are there in bringing about an improve- 
ment in human society? 

2. What is the function of education in 

human society? 
I low far has education controlled social 
development in the past? 

3. What is socialized education? 

Is it simply industrial, and vocational 
training? 

4. What place must the social sciences oc- 

cupy in a socialized education? 
Why cannot we have efiicieut social serv- 
ice without social knowledge? 

5. IIow will social education remove the 

three menacing evils now threatening 
American society — namely, exaggerated 
individualism, materialism, and lack of 
UKiral freedom ? 
Questions for Teachers and Patrons: 

1. Wliat is the extent and cost of crime in 

the United States? Is crime increas- 
ing in the United States? 

2. What ai'e the causes of crime? 

3. What is the scientific remedy for crime? 

4. How would you define socialism? 

5. What cnticisms may be brought against 

socialism from the standpoint of sociol- 
ogy? 

0. What are the conditions essential to a 
normal social life? 

7. How does social progress depend upon 
the character of the individual? 

S. What do we mean by social progress? 
29 



9. Wliat is the function of education in so- 
ciety ? 
10. now can education aid in bringing about 
better social progress in the future, and 
in lielping to solve the social problem? 
Questions for Patrons : 

1. What is your opinion of the importance 

of the vocation of agriculture, as com- 
pared with that of other occupations? 
Page 229. 

2. Is it not to your benefit to know some- 

thing of the problem of the modern 
family? Note especially pages 126-129. 

3. Are you acquainted with the growth of 

population in comparison with the food 
supply? In all events you will probably 
wish to know more concerning this re- 
lation, especially since you control the 
output, or more briefly — Is population 
necessarily limited by the food supply? 
Why ? 

4. How will the law for industrial educa- 

tion recently passed by the Legislature 
tend to decrease pauperism? 

10:30 a. m. 
Intermission. 

10:45 a. m. 

In teaching the number 6, should a teacher 
do all that is possible to be done with it 
before beginning any work with any suc- 
ceeding numbers. If not, why not? 

Leader : — — 

The highest end to be aimed at in number 
work is absolute accuracy in the application 
of ideas of number to the realities of life. 
And after accuracy in importance comes 
rapidity. Explain. 

Leader : 

11 :15 a. m. 

Using the institute as a class, develop the 
idea of "decimal fractions" to a class in the 
grades. 

Teacher : 

11 :45 a. m. 

Report of Program Committee on work for 
next institute. 

30 



1 :30 p. m. 

Drainage of soils. Do all soils require it? Ef- 
fects of tile drainage during drought. 
Drainage as a government problem. 

Farmer : 

How does the gasoline engine help in lessen- 
ing the work of the farm? 

a. Cleaning the house. 

b. Laundry. 

c. Dairying. 

Farmers wife : 

2 :00 p. m. 

Show how Arithmetic may be vitalized 
through the teaching of such subjects as 
^Manual Training, Agriculture, and Domes- 
tic Science. 

Leader : — — 

2 :30 p. m. 
Intermission. 

2 :45 p. m. 
Every-day Problems In Teaching. 
Chapters VI and VII. Teaching Pupils to 
Execute. 
Discuss Cliapters as follows : 

CHAPTER VI. 
Automatic facility in execution. 

1. Spelling: 

a. Spelling lists. 

b. Choice of words. 

c. Drill. 

d. Syllabication in spelling. 

e. Habits of study. 

f. Auditory familiarity In spelling. 

2. Handwriting : 

a. A lesson from abroad. 

b. Illustrate how technique may be ex- 

alted above context. 

c. Instruction in technique: Result of 

too much emphasis on technique. 

d. How develop ideas of lightness and 

rapidity in the place of power and 
effect? 
Answer questions 1, 3, 5, 10, 13, 14, 15, 16, 17, 
20, 21, 23, 25 on pages 365-368. 

31 



CHAPTER VII. 

1. Music: 

a. Illustrate the placing of technique as 
of first importance in both instrn- 
niental and vocal music instruction. 
1). Why should general motor come be- 
fore special vocal execution V 
What of the child's interest in 

action songs? 
Why is singing often formal and 
mechanical? 

c. What is the relation between lin- 

guistic and musical symbols? 

d. Should emphasis be placed on the 

higher or lower unities in teaching 
music? Why? 
.Sliould either be ignored? Reason 
for answer. 

2. Drawing : 

1. Difference between representation 
and reproduction, 

3. Arithmetic: 

1. Relation of reasoning to automatic 

facility in Arithmetic. 

2. Danger of overemphasizing analysis. 
Answer questions 2 3, 4, 5, 6, 9, 10, 11, 12, 17, 

18, 19, pages 369-371. 

3:45 p. m. 

I\Iiscellnnc(»iis. 



32 



SEVENTH INSTITUTE. 



R^siim^ of Bchool Year. 
A School Exhlhit. 
9:00 a. ra. 
Opening Exercises. 

Roll Call. Response: How may a careful re- 
view by the teacher of his work for one 
school year become a basis on which to 
make improvements the next school year? 

9:30 a. m. 

1. Name specific instances of pronounced suc- 

cess in some method used by you during 
the year. Describe the method. 

Leader : — 

2. Name some specific instances of pronounced 

failures in some methods attempted dur- 
ing the year. Descril>e the methods. 

Leader : 

9:50 a. m. 

1. What plans used by you in any of the 

school work during the past year, do you 
Intend to modify for this coming year? 
Why? 

Leader : 

2. Describe the case of at least one pupil in 

your scluK)l during the past year, ui whom 
you noted decided improvement, morally. 
How were you an agent in bringing this 
about? 

Leadei' : 

10:10 a. m. 
Intermission. 

10:20 a. m. 

Every-day I'rublems in Teaching. 

CHAPTERS TX AND X. 
Discuss chapters as follows: 

Chapter IX. Tendencies of Novices in 
Teaching. 

33 



1. Name and elaborate upon nine defects 

reported in tlie worli of the secondary 
school teacher, fresh from college. 

2. a. What do you mean by the dynamic vs. 

the static attitude? Illustrate, 
b. Illustrate what you mean by appro- 
priate reaction to what is offered. 

3. a. Must a teacher simply question his 

pupils? 

b. What is the value of effective lectur- 

ing? 

c. Discuss the "Quiz Master." 

4. How many novices fail by making formal 

rules cover too many cases? By lack 
of authority? By being imperious? By 
undue haste in the school room? 

5. How does humor aid in school room suc- 

cess? 
Answer questions 2, 3, 5, 6, 7, 10, 11, 13, 1.5, 

16, 17, 18 on pages 376-385. 
Chapter X. Education of Girls. 

1. Describe the school in Menomonie, Wis., 

known as Stout Institute. 

2. To what extent has this work spread? 

3. What serious defects in the teaching of 

domestic science? Is this true in other 
subjects? 

4. Of what practical value is the study of 

Algebra, in the education of girls? For- 
eign language? 

5. What will be the course of study for the 

girl of tomorrow? 
Answer questions 1, 2, 4, 5, 6, 8, 10, 11, 13, 15, 
20 on pages 386-388. 

11:20 a. m. 

Dinner for patrons and teachers. 

If the Domestic Science classes in your town- 
ship are prepai-ed to do so, the dinner may 
be served in whole or in part by the stu- 
dents of those classes. 

1 :30 p. m. 
Sociology and Modern Social Problems. 
Questions for Teachers and Patrons : 
1. Is it reasonable to believe that the devel- 
opment of the social sciences will show 
us the way to remove social evils? 
34 



2. What is the prime purpose of education? 

3. What is education? 

4. May not a boy from a mentally short 

family become self-supporting by being 
taught to be a good cariienter, cabinet 
maker or iron worker when he could 
not learn Latin or Mathematics to any 
proficiency ? Discuss. 

5. Cannot girls from poor and improvident 

families be made good housewives by a 
practical training in sewing, cooking, 
milliuerj^ etc.? Discuss. 
Cannot the number of candidates for the 
poor farm, from the younger genera- 
tion, be diminished, and taxes to sup- 
port this Institution be invested in in- 
dustrial education for better profits? 
Discuss. 

6. What economic practical plan can be de- 

vised by which the scarcity of help in 
the counti'y can be met by transferring 
to the country the surplus in the city? 
Could the indigents in our city streets 
be contracted to the farmer through 
some scheme of apprenticeship? 

7. Would not compulsory medical inspection 

among the country poor be a profitable 
investment and tend to prevent the in- 
crease of pauperism? Should not med- 
ical supervision and economical restric- 
tions be instituted against the marriage 
of paupers? Discuss. 

S. What effect has the advent, into rural 
communities, of the Italian or Hun- 
garian farmer? Can these laborers be 
used to advantage on the farm? 

9. What remedies can be offered for the de- 
sertion of the farm by the daughter 
and son? 
10. Can some of the modern advantages of 
the cities, such as libraries, amuse- 
ments, etc., be brought to the rural 
communities and keep the young peo- 
ple in the country? Discuss. 

2: 30 p. m. 
Intermission. 

35 



2:45 p. m. 

1. What improvements were made in the san- 

itary conditions of your school building 
and grounds during the past year? How 
did you aid to bring tliis about? 

Leader : 

2. How did you aid in improving the appear- 

ance of your school rooms and school 
grounds during the past year? 

Leader : 

3. How did you aid in bringing about a closer 

co-operation between the home and the 
school ? 

Leader : 

4. How did you participate in the community 

life? 

Leader : 

3:15 p. m. 
Inspect school exhibit. 



36 



MORAL EDUCATION. 



Tho chief lliiDg in the education of a child 
is not the acquisition of a certain definite 
amount of information, or the grasp of certain 
fundamental principles of knowledge, but the 
development of proper habits of living, a dis- 
trust for tlie things that will weaken him 
physically and mentally, and a clear insight 
into and desire to follow out those lines of 
conduct that will make him honest, frank, 
and fearless, ready and quick to decide on mat- 
ters of right and wrong living. 

The development of such character is not a 
matter of instruction at some particular period 
in the day, for the cultivation of right habits 
rather than the teaching of morality in the ab- 
stract has grown to be the recognized method 
in the training of children, and is identified 
with every activity at home and in the school. 

The daily example of teacher and parent, 
theiir sincere attitude toward all affairs no 
matter how trivial, the methods adopted by 
them for setniring good work, the terms on 
which obedience is exacted, are great contrib- 
uting agencies to this formation of character in 
the young people. 

Children are imitative and unconsciously 
choose for ideals the older people whose meth- 
ods of living satisfy their youthful tastes. 
These tastes may come from literature, from 
associations, and from community life In gen- 
eral. Naturally their ideals are found em- 
bodied in those with whom they come in daily 
(ontact— their parents and teachers. The re- 
sponsibility, then, of furnishing ideals of liv- 
ing for young people is one of the greatest 
resting upon i)a rents and teachers. 

It is not an easy matter for a parent to per- 
suade his sqii that it is unwise for him to fol- 
low out certain lines of conduct, when he him- 
37 



self contiuiies in the foi-bidden paths, nor is it 
easy for a teaclier to direct the lives of pupils 
in moral channels if he habitually violates the 
laws of proper conduct. 

The frank, honest, clean, straightforward 
lives of parents and teachers will always prove 
powerful stimuli in the formation of proper 
habits of living in the young people. Tlie 
father who cheats his neighbor in an exchange 
of goods, or who takes advantage of his 
strength to push his weaker competitor to the 
wall in a business deal, need not be surprised 
if his son cheats himself by copying his lessons 
from his seat mate, or passes his examination 
by the aid of concealed papers and note books. 

The teacher who pretends to know what he 
does not know, who slides tlirough his school 
work with the smallest margin of knowledge 
and training, must not be surprised if he 
turns boys out into the world whose cheapness 
is not slow in asserting itself. The teacher 
who attempts to shine before his boys by boast- 
ing of the things he did in college, of the 
schemes to which he resorted to hoodwink his 
professors, must expect to find himself sooner 
or later a victim of the same schemes from his 
own pupils. 

Parents and teachers who do not meet their 
business obligations cannot expect to train 
boys and girls to feel their business and civic 
responsibility. 

Not only will parents and teachers by theii* 
daily lives be great agents in the formation of 
character, but the attitude they assume, the 
plans they adopt to inspire the children to 
improve in their work, will have a pronounced 
effect upon the future of these young people. 
The parent and teacher who do not continually 
look beyond grades, premiums and prizes to 
the real value of the work cannot expect to 
find in the boys and girls higher motives for 
study. 

It is not strange when a mother offers her 
daughter one dollar if she makes 100% in the 
spelling lesson that the child is tempted to 
have the words written out and concealed in 
her lap, so she can copy them when the hour 
38 



for the lesson comes. Neither the parent r.->r 
the child sees anything beyond the hii^h gr.uie 
Flow much better for the mother to have said, 
"Whenever you know these words In spelling, 
so you can write them at home for me, or spell 
them correctly in a letter, I shall give you 
one dollar." In the one place the prize is offered 
for a grade, in the other for actual knowledge. 
Rut better still for the parent, if she can arouse 
a pride in the daughter that will make her see 
that there is a social value in being able to 
spell correctly. 

Parents and teachers must be absolutely 
honest and square with their children. O'Shea's 
chapters on "Discipline" and "Fair Play" in 
"]<]verydny Problems in Teaching" are full of 
excellent and helpful suggestions on this point. 

Luther Burbank-in the "Training of the Hu- 
man Plant" says: 

"Tn the successful cultivation of plants 
there must be absolute honesty. I mean 
this in no fanciful way, but in the most 
I)ractical and matter-of-fact fashion. You 
cannot attemi>t to deceive nature or th\\art 
her or be dislionest with her in any par- 
ticular without her knowing it, without 
the consequences coming back upon your 
own head. Be honest with your child. Do 
not give him a colt for his very own, and 
then, when it is a three-year-old, sell it 
and pocket tlie proceeds. It does not i>ro- 
voke a tendency in children to follow the 
Colden Rule, and seldom enhances their 
admiration and respect for you. It is not 
sound business policy or fair treatment; 
it is not honest. 

"Here let me say that the wave of pub- 
lic dishonesty which seems to be sweeping 
up over this country is chiefly due to a lack 
of proper training — breeding, If you will — 
in the formative years of life. Be dis- 
honest with a child, whether it is your 
child or some other person's child — tlis- 
honest in word or look or deed, and you 
have started a grafter. Grafting, or steal- 
ing — for that is the better word — will 
never «be taken up by a man whose forma- 



the years have been spent in an atmosphere 
of ahsolnte honesty. Nor can you be dis- 
honest with your cliild in thonsjht. The 
rhild reads your motives as no otlier hu- 
njan being reads tlieni. He sees into your 
own heart. The child is tlie purest, truest 
tiling in the world. It is absolute truth : 
that's why ^ye love children. They l<now 
instinctively whether you are true or dis- 
honest witii them in thought as well as in 
deed ; you cannot escape it. The child may 
not always show its knowledge, but its 
.iiidgmont of you is unerring. Its life is 
stainless, open to receive all impressions, 
just as is the life of the plant, only far 
more pliant and responsive to influences, 
and to influences to which no plant is ca- 
pable of being responsive. 

"Teach the child self-respect; train it in 
self-respect, just as you train a plant into 
better ways. No self-respecting man was 
ever a grafter. Make the boy understand 
what money means, too, what its value and 
importance. Do not deal it out to him 
lavishly, but teach liim to account for it. 
Instil better things into him, just as a. 
plnnt-breeder puts better characteristics 
into a plant. Above all, bear in mind repe- 
tition, repetition, the use of an influence 
over and over again. Keeping everlasting- 
ly at it, this is what fixes traits in plants 
— the constant repetition of an influence 
until at last it is irrevocably fixed and will 
not change. You cannot afford to get dis- 
couraged. You are dealing with something 
far more precious than any plant — the 
priceless soul of a child." 

Direct study of living characters outside of 
liome and school may be made by citing chil- 
dren to the splendid men and women about 
tliem who are the real citizens of their com- 
munity, and showing them what kind of living 
lias developed such types. 

Wonderful aids in the moral training of chil- 
dren are the lives of the great men and women 
who are famous in history and literature, but 
40 



not less powerful should be the example of 
those citizens who arc livnig and whose daily 
work is an open book to the rising generati<jn. 

From the remote past have come the names 
and deeds of great personialities, and in the 
present we can point with pride to men and 
women who have achieved great things, but of 
vast importance to these young people will be 
the lives of the plain, common people, the citi- 
zens who live simply and devote themselves to 
the cause of right. 

On the passing of a man, the editor of the 
Indiana Farmer, we read in one of our city 
papers the following : "He belonged to that 
type of citizenship which has helped to give 
Indiana its high rating in intelligence and 
moral progress. Earnest, conscientious, re- 
ligious, active in business, but also in the pro- 
motion of good causes, this man in his quiet, 
inconspicuous way, was an influence for good 
and worthy of emulation. Such men, attending 
with care to the duties nearest them, yet at the 
same time finding opportunity for social serv- 
ice, are strong factors in the general uplift and 
progress of the community, the largeness of 
the place they have filled often being scarcely 
realized until they have passed and left it 
empty." 

Isn't it worth while for fathers and mothers 
and teachers to discuss the characters of such 
people in the home, and in "the school? Call 
the attention of the children to those in theeir 
midst who arc, and those who are not socially 
efficient, and show them how habits may lead 
to either standard. 

Biography will always be a great incentive 
to form high ideals. A writer has said "in 
future, morals will be taught only through 
biography." A book entitled "Character Les- 
sons in American Biography for Public School 
and Home Instruction," has been prepared for 
this special purpose, with incidents in the lives 
of great characters! so arranged as to show tho 
value of obedience, helpfulness, kindness, cheer- 
fulness, good manners, cleanliness, truthful- 
ness, patriotism, kindness to animals, self- 
respect, and self-reliance. 
41 



The recreation periods in school and the so- 
cial life of the children at home need careful 
and intelligent superviseion. It is just as im- 
portant for a teacher to know what is being 
done on the playground as in the schoolroom. 
It is in their games that children learn to be 
laws unto themselves ; it is there that they 
learn self-restraint and self-reliance, two in- 
valuable qualities in a moral life. 

Parents must provide, in the home, for the 
social life of their children. The father who is 
too busy making money and the mother who is 
too busy keeping house, to find time to arrange 
for entertainment in the home need not wonder 
if their children seek amusement in a question- 
able manner and with undesirable associates. 
In the performance of any task moral train- 
ing finds place. If children in the home and 
in the school are permitted to present slovenly, 
inaccurate work, they will perform slovenly 
and inaccurate work when they are rendering 
service in the larger social unit of which they 
will become a part in maturity. 

Careful investigations, diligence in procuring 
accurate data for class work, clear, logical 
reasoning with the highest motive — the dis- 
covery or establishment of true principles will 
promote habits of truth and honesty. "One who 
really has confidence in truth — truth alike of 
science, of philosophy and of history — will de- 
sire to see truth sought and advanced along all 
the diverse lines in which it is to be found." 

More attention should be paid everywhere to 
how all children perform the allotted work and 
the perfection with which it is done and less 
to the bare accomplishment of it. Accurate 
perception, memorizing, thinking and speaking 
need more and more attention and encourage- 
ment. "Let a teacher attempt to lighten the 
task of himself or his pupil by accepting an 
inexact observation, a slipshod remembrance, 
a careless statement, or a distorted truth, and 
he will corrupt the child's character no less 
than his intelligence." This applies as well in 
the home as in the school. 

"Showing off," either in school or at home, 
where the whole exercise is purely superficial, 
42 



Is understood clearly by children, and leads 
them to distrust parents and teachers, and at 
the same time to practice deception. lieiwrts 
of the acts and speeches of children, tinted 
with the extravagances that the doting elders 
are bound to attach to them, should not be 
made in the presence of the children, for the 
moral effect is not desirable. 

The introduction of vocational work in the 
scliools will be a great aid in the moral train- 
ing of children by fostering habits of accuracy, 
industrjs neatness and perseverance. In the 
sewing, the girls will form tastes for simple, 
suitable dresses made by their own hands ; in 
the cooking, they will learn what nourishing 
food is and how to prepare it 

Tills work, attended with less classroom re- 
straint than the more formal subjects of study, 
will be rich in opportunities for conversation 
between pupils and teachers where the latter 
can show the application of this work to the 
broad realities of life. 

While the old methods of abstract moral iur 
struction failed of themselves to bring desired 
results, yet there is today a grave error in the 
tendency to make all moral training indirect. 
Some of the most wholesome lessons that can 
come to boys and girls are those of direct sound 
advice through friendly conversations between 
parents and children, teachers and pupils. We 
are too ready to beg the question and talk in 
moral riddles, lest we ma.y blunder In some 
way. The greatest oversight of the century in 
the education of the children both in the home 
and in the school is the tendency to always 
touch moral problems in a roundabout, indirect 
way. Young people need direction and advice 
without the mincing of words as to cleanliness, 
proper nourishment, simple, comfortable cloth- 
ing and proper exercise, all of which have a 
large influence on the moral life. Tell them di- 
rectly that the body is made up of cells whose 
burning makes possible the various bodily ac- 
tivities; that every boy and every girl needs to 
live a well balanced life — just enough rest to 
balance the energy expended, just enough food 
to replace what has been burned up. Exposure 
43 



of the bony to great cold or to high temperature 
results ni wholesale destruction of body cells. 

Boys and girls need simple direct counsel 
from tlie exiierienced people with whom they 
are associated. 

Dr. Andrew D. White says : "The great thing 
needed to be taught in this country is truth, 
simple ethics, the distinction between right 
and wrong." 

These questions have, in a way, been evaded 
in instructing the youth. The school has placed 
the responsibility on the home and the home on 
the school and both on the church, and mean- 
while the children have been losing out. It is 
time for a common counsel and understanding 
between the liome and the school, and an as- 
suming of responsibility for the moral train- 
ing of these children. 

A report just issued by a voluntary com- 
mittee of nationally prominent social workers 
investigating the morals of working girls, men- 
tions among the most important contributing 
causes of immorality among girls, lack of re- 
ligious and ethical training, injurious home in- 
fluences, lack of industrial efficiency, idleness, 
and love of finery. These are all evils to be 
remedied by simple, direct, practical moral 
teachings. We have swung too far in this age 
of science and investigation from some of the 
simple, old-fashioned things like the Bible with 
its religious instruction in the home. Children 
are growing up ignorant of some of the oldest 
and most sacred truths. 

Parents and teachers must face these prob- 
lems squarely and realize that they, in the rear- 
ing and educating of children, must always see 
in every lesson taught, every duty required, 
every task performed, something above and be- 
yond the immediate result. 



44 



SUGGESTED READING FOR TEACH- 
ERS AND PATRONS. 



To those who do not have aoresR to local 
public libraries, the bonks named in the follow- 
ing lists will be furnished on request by the 
Public I-ibrary Commission of Indiana, Roon, 
lOi State House, through the Traveling Li- 
brary. There is no charge for the use of these 
books, other than the cost of transportation. 

AGRICULTURE; 

Agee, Alva. Crops and Methods of Soil Im- 
provement. 

Bailey, Liberty Hyde. Country life movemenl. 
The state and the farmer. 
Training of farmers. 

Bricker, Garland Armor. Teaching of Agricul 
ture in the High School. 

Butterfield, Kenyon Leach. Chapters In Rural 
Progress. 
Country School and the Rural Problem. 

Burkett, Stevens & Hill. Agriculture for Be- 
ginners. 

Carver, Thomas Nixon. Principles of Rural 
Economics. 

Fisher & Cotton. Agriculture for the Common 
Schools. 

Fiske, G. Walter. Challenge of the Country. 

Fletcher, Stevenson Whitcomb. Soils, How to 
Handle and Improve Them. 

Gillette, John M. Constructive Rural Sociologj*. 

Hunt, Thomas Forsythe. How to Choose a 
Farm. 
The Young Farmer. 

King, Franklin Hiram. The Soil, Its Nature, 
Relations, and Fundamental Principles of 
Management. 

Lipman, Jacob Goodale. Bacteria in Relation 
to Country Life. 

Mann, Albert Russell. Beginnings in Agricul- 
ture. 

45 



Plunkett, Sir Horace Curzon. Rural Life Prob- 
lem ill tlie United States. 

Warren, George Frederick. Elements of Agri- 
culture. 

Wilson, Warren Hugh. Evolution of the Coun- 
try Community. 

CHILD STUDY AND MORAL TRAINING. 

Bloomfield, Meyer. Vocational Guidance of 
Youth. 

Cabot, Mrs. Ella (Lyman). Ethics for Chil- 
dren. 

Dewey, .John. Moral Principles in Education. 

Forbnsh, Wm. Byron. The Boy Problem. 
The Coming Generation. 

Hall, Granville Stanley. Youth, Its Education, 
Regimen, and Hygiene. 

Key, Ellen Karoliua Sofia. The Century of the 
Child. 

McKeever, Wm. Arch. Farm B(jys and Girls. 
Training the Boy. 

Palmer, George Herbert. Ethical and Moral 
Instruction in Schools. 

Sisson, Edward Octavius. Essentials of Char- 
acter. 

Tracy, Frederick, and Stumpfl, Joseph. Psy- 
chology of Childhood. 

DOMESTIC SCIENCE. 

Barrows, Anna. Principles of Cookery. 

Bevier, Isabel. The House; Its Plan, Decora- 
tion and Care. 

Carpenter, Frank O. Foods and Their Uses. 

Dodd, Margaret Eliot. Chemistry of the 
Household. 

Dooley, Wm. II. Textiles. 

Elliott, Sophronia Maria. Household Bacteriol- 
ogj'. 

Gibbs, Charlotte M. Household Textiles. 

Morris, Josephine. Household Science and Arts 
for Elementary Schools. 

Norton, Mrs. Alice (Peloubet). Food and Diet- 
etics. 

Richards, Mrs. E. II. (Swallow). Cost of Food. 

Snyder, Harry. Human Foods and Their Nu- 
tritive Value. 

46 



Ten-ill, Bertha M. Household Management. 
Watson, Kate Heintz. Textiles and Clothing. 
Williams and Fisher. Theory and Practice of 
Cookery for Schools. 

EDUCATION. 

Bas,'ley, Wm. Cliandler. Classroom Manage- 
ment. 

Bcrle, A. A. The School in the Home. 

Betts, George Herbert. The llecitatiou. 

Brown, John Franklin. The American High 
School. 

Cubberley, Ellvvood P. Improvement of liural 
Schools, 

Davenport, Eugene. Education for Effi'.iency. 

Dean, Arthur Davis. Tlie Worker and the 
State. 

Dewey, John. Moral Principles in Education. 

Dinsmore, John Wirt. Teaching a District 
School. 

Elior, Charles W. lOducation for Efiicieucy. 

Foght, Harold Waldstein. The American 
liural School; Its Characteristics, Its Future, 
and Its Problems. 

Hyde, Wm. DeWitt. The Teacher's Philosophy 
In and Out of School. 

King, Irving. Social Aspects of Education. 

McMurry, Frank Morton. How to Study and 
Teaching How to Study. 

Munroe, James Phinney. New Demands iu Ed- 
ucation. 

Perry, Arthur Cecil. Problems of the Element- 
ary School. 

Row, Robert Keable. Educational Meaning of 
Manual Arts and Industries. 

Snedden, David Samuel. Problem of Vocational 
Education. 

Thorndike, Edward Lee. Principles of Teach- 
ing Based on Psychology. 

SANITATION AND PUBLIC HEALTH IN 
AND OUT OF SCHOOL. 
Allen, W. II. Civics and Health. 
Bashmore, Harvey Brown. Sanitation of a 

Country House. 
Johnson. George Ellsworth. Education by Plays 
and Games. 

47 



Ogden, Henry Neely. Rural Hygiene. 

Pyle, Walter I^. Manual of Personal Hygiene. 

Richards, Mrs. E. H. (Swallow). Eugenics. 
Sanitation in Daily Life. 

Terman, Lewis Madison. The Teacher's Health. 

Woodworth, Robert Sessions. Care of the 
Body. 

SOCIOLOGY. 

Baker, Ray Staunard. Following the Color 
Line. 

Commons, John Rogers. Races and Immigrants 
in America. 

Dealey, James Quayle. The Family in Its So- 
ciological Aspect. 

Sociology ; Its Simpler Teachings and Appli- 
cations. 

Elhvood, Charles Abram. Sociology and Mod- 
ern Social Problems. 

Jenks, Jeremiah Whipple. The Immigration 
Problem. 

McDougall, William. Introduction to Social 
Psychology. 

Ross, Edward Alsworth. Foundations of So- 
ciology. 



48 



m^: 



INDIANA YOUNG PEOPLE'S READ- 
ING CIRCLE BOOKS. 



READ THE FOLLOWING CONDITIONS. 

1. The Mailiac Price most be sent for all order* unoiutiag to 
less than $3.00, and for all orders to be eent where there is do 

express ofiBee. 

2. Give name of express office to which you wish books sent: 
If you have no express office in your tow-n, please state name oi 
town and office to which you wish books sent. 

3. These books will be sent, transportation prepaid, on receipt 
of prices given below, prior to July 1st, 1915. 

4. Money may be sent by Draft. Money Order or Eecistered 
Letter. 



ii 

e 3 



List of Tonoc People's Readiac Cirde 
Books for Year 1913-1914. 



By Ex- 
press or 
Freight. 



By 
Mail. 



SECOND GRADE. 

The Second Brownie Book 

What the Pictures Say 

That's Why Stories 

Live Dolls in Fairyland 

$1.55 

TBIBO GRADE. 

Evenings With Grandma 

Hassan In Egypt 

Around the World, Book Three 

Hollow Tree and Deep Woods Book . 
$1.60 

rOUBTH GBADE. 

Ji-Shib, The Ojibwa 

The Story of Lumber 

When Sarah Saved the Day 

Honey Sweet 

$2.05 

FIFTH AND BIXTB OBADEB. 

In Oldest England 

Stories of Useful Inventions 

Six Girls and the Seventh One 

With the Flag in Panama 

$2.40 

SEVENTH AND EIGHTH GBADES. 

The Story of Indiana 

Northern Trails 

Anne of Avonlea 

Rolf in the Woods 

52.85 
Set of twenty books 



$0 25 
30 
35 
65 



$10 45 



$0 30 
35 
40 
80 



70 

80 

85 

1 CO 



$12 1.5 



HIGH SCHOOL OH.\DES. 

Riley Farm-Rhymes ; . 

Deering of Deal 

Miss Billy 

One Way Out 

83 00 
Complete Set of twenty-four books 



$0 72 
77 
79 
72 



$0 80 

85 
85 
80 



$13 45 



$15 45 



All orders for books should bo sent to J. Walter Dunn, 534 
American Central Lifa^uilding, Indianapolis, Ind. 
U list price were paidfor these 24 liooka they wonid east $24.03. 

49 



Gay lord ]5ros. 

Makers 

Syracuse, N. Y, 

PAT. JAN. 21, 1908 




1019747 966 8 



